Coaching as a Strategy for Professional Learning and Growth in Residency Programs

• In Event: The Role of Mentoring in Supporting Teachers From Diverse Communities

Abstract

Teacher residency programs offer an alternative model of teacher preparation with an aim of developing teachers to work in hard-to-staff schools. Research on these programs typically focuses on the growth of the pre-service teachers, or residents, in the program. However, in-service teachers serving as coaches who oversee the residents’ development in the classroom may also experience professional growth. This study explores how serving as a coach in a teacher residency program may be a strategy for professional learning and growth. Findings from this qualitative study indicate that coaches develop in their own pedagogical practice as well as in their level of commitment to the profession.

Authors

• Samantha Hope, Virginia Commonwealth University

• Lisa M. Abrams, Virginia Commonwealth University

• David T. Marshall, Auburn University